Common use of Clinical Practice Clause in Contracts

Clinical Practice. This practice domain is fundamental to the CASP Framework. All practitioners are employed in clinical and/or professional practice roles where this activity forms the majority of their outputs. Practitioners will be: • Demonstrating significant and advanced clinical/professional practice skills and competencies aligned to their discipline-specific standards, expectations, codes of ethics and service requirements • Demonstrating an ability and willingness to pass their knowledge and expertise on to other practitioners at local, national and international levels as appropriate • Demonstrating clinical/professional practise leadership within their profession, wider than their immediate service environment • Collaborating, initiating and/or developing partnerships that impact on clinical/professional practice at local, regional or national levels • Demonstrating clinical/professional practice that uphold tikanga based principles. Themes Examples of Activities Demonstrates professional/clinical (practice) leadership/knowledge - Acts as a resource person - Demonstrates innovation in practice - Critical consumer of literature and demonstrates integration into practice Themes Examples of Activities - Acknowledges the significance and use of te reo Māori and can communicate using basic greetings with appropriate pronunciation - Acknowledges and actively engages in the impact of whaka whanaunga on a person’s life story Acts as a clinical/professional resource person - Provides peer review - Provides clinical guidance/mentoring - Develops formal teaching/papers - Develops resource materials for populations - Influences community and population health issues - Involvement in service specific contract negotiation - Uses advanced professional knowledge and expertise to act as a resource - Provides formal review of professional practice of a colleague external to the organisation - Welcomes manuhiri by providing a welcoming environment and facilitates interactive communication Develops collaborative partnerships that impact on clinical/professional practice - Develops and maintains strategic relationships internal/external to the organisation - Advances strategic relationships internal/external to the organisation - Advances consumer involvement in the provision of health or health services - Advances effective team working - Demonstrates the acknowledgement of the significance and use of te reo Māori and communicates using basic greetings with appropriate pronunciation - Aligns frameworks, practices and concepts to Māori paradigms of health Advances strategic relationships internal/external to the organisation - Demonstrates the development of new relationships or expands current relationships between provider arm services and the primary/NGO sector and/or other agencies - Demonstrates consumer involvement in service development/review and/or the provision of health or health services - Advances effective team working - Demonstrates the acknowledgement of the significance and use of te reo māori and communicates using basic greetings with appropriate pronunciation - Demonstrates the acknowledgement of frameworks align practices and concepts to Māori paradigms of health Demonstrates advancing clinical /professional competency - Identifies and responds to clinical /professional risk - Demonstrates clinical/professional effectiveness - Manages increasingly complex ethical/professional/clinical situations, acknowledging cultural linkages and views (tuakiri) Themes Examples of Activities - Demonstrates advancing assessment/intervention skills, acknowledging concepts and perceptions of Māori spirituality - Demonstrates an understanding of traditional views of health of other cultures and aligns this with practice Contributes to relevant Professional Body - Participates in Advisory Committees, Competency Panels, Registration Authorities or other groups relevant to the profession/discipline - Contributes to the development of national standards of practice - Presents a paper at a national/international professional meeting/conference/workshop - Presents as an invited keynote speaker at a national/international professional meeting/conference/workshop - Participates in a professional working group / review group (external to the DHB) at a local /regional /national or international level - Participates as a reviewer in a profession-wide peer review process Teaching & Learning All practitioners participate in these activities throughout their careers. For practitioners on the non- automatic salary steps, there is an expectation that they will be providing appropriate leadership in this area and, where opportunities exist, may be: • Actively involved in mentoring and supervision of students and/or other practitioners • Actively engaging with a wide variety of stakeholders • Leading and initiating teaching & learning activities at local, national and international levels as appropriate • Actively participating in post-graduate work or study • Actively supporting Māori methods of learning.

Clinical Practice. This practice domain is fundamental to the CASP Framework. All practitioners are employed in clinical and/or professional practice roles where this activity forms the majority of their outputs. Practitioners will be: •  Demonstrating significant and advanced clinical/professional practice skills and competencies aligned to their discipline-specific standards, expectations, codes of ethics and service requirements • requirements;  Demonstrating an ability and willingness to pass their knowledge and expertise on to other practitioners at local, national and international levels as appropriate • appropriate;  Demonstrating clinical/professional practise leadership within their profession, wider than their immediate service environment • environment; and  Collaborating, initiating and/or developing partnerships that impact on clinical/professional practice at local, regional or national levels • levels.  Demonstrating clinical/professional practice that uphold tikanga based principles. Themes Examples of Activities Demonstrates professional/clinical (practice) leadership/knowledge -  Acts as a resource person -  Demonstrates innovation in practice -  Critical consumer of literature and demonstrates integration into practice Themes Examples of Activities -  Acknowledges the significance and use of te reo Māori Maori and can communicate using basic greetings with appropriate pronunciation -  Acknowledges and actively engages in the impact of whaka whanaunga on a person’s life story Acts as a clinical/professional resource person -  Provides peer review -  Provides clinical guidance/mentoring -  Develops formal teaching/papers -  Develops resource materials material for populations - populations.  Influences community and population health issues - issues.  Involvement in service specific contract negotiation - negotiation.  Uses advanced professional knowledge and expertise to act as a resource - resource.  Provides formal review of professional practice of a colleague external to the organisation - organization.  Welcomes manuhiri by providing a welcoming environment and facilitates interactive communication communication. Develops collaborative partnerships that impact on clinical/professional practice -  Develops and maintains strategic relationships internal/external to the organisation - organization.  Advances strategic relationships internal/external to the organisation - organization.  Advances consumer involvement in the provision of health or health services - services.  Advances effective team working - working.  Demonstrates the acknowledgement of the significance and use of te reo Māori Maori and communicates using basic greetings with appropriate pronunciation - pronunciation.  Aligns frameworks, practices and concepts to Māori Maori paradigms of health Advances strategic relationships internal/external to the organisation -  Demonstrates the development of new relationships or expands current relationships between provider arm services and the primary/NGO sector and/or other agencies - agencies.  Demonstrates consumer involvement in service development/review and/or the provision of health or health services - services.  Advances effective team working - working.  Demonstrates the acknowledgement of the significance and use of te reo māori Maori and communicates using basic greetings with appropriate pronunciation -  Demonstrates the acknowledgement of frameworks align practices and concepts to Māori Maori paradigms of health Demonstrates advancing clinical /professional clinical/professional competency -  Identifies and responds to clinical /professional risk - risk.  Demonstrates clinical/professional effectiveness - effectiveness.  Manages increasingly complex ethical/professional/clinical situations, acknowledging cultural linkages and views (tuakiri) Themes Examples of Activities - ).  Demonstrates advancing assessment/intervention skills, acknowledging concepts and perceptions of Māori spirituality - Maori spirituality.  Demonstrates an understanding of traditional views of health of other cultures and aligns this with practice Contributes to relevant Professional Body -  Participates in Advisory Committees, Competency Panels, Registration Authorities or other groups relevant to the profession/discipline - discipline.  Contributes to the development of national standards of practice - practice.  Presents a paper at a national/international professional meeting/, or conference/workshop - , or workshop.  Presents as an invited keynote speaker at a national/international professional meeting/, or conference/workshop - , or workshop.  Participates in a professional working group / review group (external to the DHB) at a local /regional /national local, regional, national or international level - level.  Participates as a reviewer in a profession-profession- wide peer review process process. Teaching & Learning All practitioners participate in these activities throughout their careers. For practitioners on the non- non-automatic salary steps, there is an expectation that they will be providing appropriate leadership in this area and, where opportunities exist, may be: •  Actively involved in mentoring and supervision of students and/or other practitioners • practitioners;  Actively engaging with a wide variety of stakeholders • stakeholders; and  Leading and initiating teaching & learning activities at local, national and international levels as appropriate • appropriate; and may be  Actively participating in post-graduate work or study •  Actively supporting Māori Maori methods of learning.

Clinical Practice. This practice domain is fundamental to the CASP Framework. All practitioners are employed in clinical and/or professional practice roles where this activity forms the majority of their outputs. Practitioners will be: •  Demonstrating significant and advanced clinical/professional practice skills and competencies aligned to their discipline-specific standards, expectations, codes of ethics and service requirements •  Demonstrating an ability and willingness to pass their knowledge and expertise on to other practitioners at local, national and international levels as appropriate •  Demonstrating clinical/professional practise leadership within their profession, wider than their immediate service environment •  Collaborating, initiating and/or developing partnerships that impact on clinical/professional practice at local, regional or national levels •  Demonstrating clinical/professional practice that uphold tikanga based principles. Themes Examples of Activities Demonstrates professional/clinical (practice) leadership/knowledge - Acts as a resource person - Demonstrates innovation in practice - Critical consumer of literature and demonstrates integration into practice Themes Examples of Activities - Acknowledges the significance and use of te reo Māori and can communicate using basic greetings with appropriate pronunciation - Acknowledges and actively engages in the impact of whaka whanaunga on a person’s life story Acts as a clinical/professional resource person - Provides peer review - Provides clinical guidance/mentoring - Develops formal teaching/papers - Develops resource materials for populations - Influences community and population health issues - Involvement in service specific contract negotiation - Uses advanced professional knowledge and expertise to act as a resource - Provides formal review of professional practice of a colleague external to the organisation - Welcomes manuhiri by providing a welcoming environment and facilitates interactive communication Develops collaborative partnerships that impact on clinical/professional practice - Develops and maintains strategic relationships internal/external to the organisation - Advances strategic relationships internal/external to the organisation - Advances consumer involvement in the provision of health or health services - Advances effective team working - Demonstrates the acknowledgement of the significance and use of te reo Māori and communicates using basic greetings with appropriate pronunciation - Aligns frameworks, practices and concepts to Māori paradigms of health Advances strategic relationships internal/external to the organisation - Demonstrates the development of new relationships or expands current relationships between provider arm services and the primary/NGO sector and/or other agencies - Demonstrates consumer involvement in service development/review and/or the provision of health or health services - Advances effective team working - Demonstrates the acknowledgement of the significance and use of te reo māori and communicates using basic greetings with appropriate pronunciation - Demonstrates the acknowledgement of frameworks align practices and concepts to Māori paradigms of health Demonstrates advancing clinical /professional competency - Identifies and responds to clinical /professional risk - Demonstrates clinical/professional effectiveness - Manages increasingly complex ethical/professional/clinical situations, acknowledging cultural linkages and views (tuakiri) Themes Examples of Activities - Demonstrates advancing assessment/intervention skills, acknowledging concepts and perceptions of Māori spirituality - Demonstrates an understanding of traditional views of health of other cultures and aligns this with practice Contributes to relevant Professional Body - Participates in Advisory Committees, Competency Panels, Registration Authorities or other groups relevant to the profession/discipline - Contributes to the development of national standards of practice - Presents a paper at a national/international professional meeting/conference/workshop - Presents as an invited keynote speaker at a national/international professional meeting/conference/workshop - Participates in a professional working group / review group (external to the DHB) at a local /regional /national or international level - Participates as a reviewer in a profession-wide peer review process Teaching & Learning All practitioners participate in these activities throughout their careers. For practitioners on the non- non-automatic salary steps, there is an expectation that they will be providing appropriate leadership in this area and, where opportunities exist, may be: •  Actively involved in mentoring and supervision of students and/or other practitioners •  Actively engaging with a wide variety of stakeholders •  Leading and initiating teaching & learning activities at local, national and international levels as appropriate •  Actively participating in post-graduate work or study •  Actively supporting Māori methods of learning.

Clinical Practice. This practice domain is fundamental to the CASP Framework. All practitioners are employed in clinical and/or professional practice roles where this activity forms the majority of their outputs. Practitioners will be: • Demonstrating significant and advanced clinical/professional practice skills and competencies aligned to their discipline-specific standards, expectations, codes of ethics and service requirements requirements; • Demonstrating an ability and willingness to pass their knowledge and expertise on to other practitioners at local, national and international levels as appropriate appropriate; • Demonstrating clinical/professional practise leadership within their profession, wider than their immediate service environment environment; and • Collaborating, initiating and/or developing partnerships that impact on clinical/professional practice at local, regional or national levels levels. • Demonstrating clinical/professional practice that uphold tikanga based principles. Themes Examples of Activities Demonstrates professional/clinical (practice) leadership/knowledge - • Acts as a resource person - • Demonstrates innovation in practice - • Critical consumer of literature and demonstrates integration into practice Themes Examples of Activities - • Acknowledges the significance and use of te reo Māori Maori and can communicate using basic greetings with appropriate pronunciation - • Acknowledges and actively engages in the impact of whaka whanaunga on a person’s life story Acts as a clinical/professional resource person - • Provides peer review - • Provides clinical guidance/mentoring - • Develops formal teaching/papers - • Develops resource materials material for populations - populations. • Influences community and population health issues - issues. • Involvement in service specific contract negotiation - negotiation. • Uses advanced professional knowledge and expertise to act as a resource - resource. • Provides formal review of professional practice of a colleague external to the organisation - organization. • Welcomes manuhiri by providing a welcoming environment and facilitates interactive communication communication. Develops collaborative partnerships that impact on clinical/professional practice - • Develops and maintains strategic relationships internal/external to the organisation - organization. • Advances strategic relationships internal/external to the organisation - organization. • Advances consumer involvement in the provision of health or health services - services. • Advances effective team working - working. • Demonstrates the acknowledgement of the significance and use of te reo Māori Maori and communicates using basic greetings with appropriate pronunciation - pronunciation. • Aligns frameworks, practices and concepts to Māori Maori paradigms of health Advances strategic relationships internal/external to the organisation - • Demonstrates the development of new relationships or expands current relationships between provider arm services and the primary/NGO sector and/or other agencies - agencies. • Demonstrates consumer involvement in service development/review and/or the provision of health or health services - services. • Advances effective team working - working. • Demonstrates the acknowledgement of the significance and use of te reo māori Maori and communicates using basic greetings with appropriate pronunciation - • Demonstrates the acknowledgement of frameworks align practices and concepts to Māori Maori paradigms of health Demonstrates advancing clinical /professional clinical/professional competency - • Identifies and responds to clinical /professional risk - risk. • Demonstrates clinical/professional effectiveness - effectiveness. • Manages increasingly complex ethical/professional/clinical situations, acknowledging cultural linkages and views (tuakiri) Themes Examples of Activities - ). • Demonstrates advancing assessment/intervention skills, acknowledging concepts and perceptions of Māori spirituality - Maori spirituality. • Demonstrates an understanding of traditional views of health of other cultures and aligns this with practice Contributes to relevant Professional Body - • Participates in Advisory Committees, Competency Panels, Registration Authorities or other groups relevant to the profession/discipline - discipline. • Contributes to the development of national standards of practice - practice. • Presents a paper at a national/international professional meeting/, or conference/workshop - , or workshop. • Presents as an invited keynote speaker at a national/international professional meeting/, or conference/workshop - , or workshop. • Participates in a professional working group / review group (external to the DHB) at a local /regional /national local, regional, national or international level - level. • Participates as a reviewer in a profession-profession- wide peer review process process. Teaching & Learning All practitioners participate in these activities throughout their careers. For practitioners on the non- non-automatic salary steps, there is an expectation that they will be providing appropriate leadership in this area and, where opportunities exist, may be: • Actively involved in mentoring and supervision of students and/or other practitioners practitioners; • Actively engaging with a wide variety of stakeholders stakeholders; and • Leading and initiating teaching & learning activities at local, national and international levels as appropriate appropriate; and may be • Actively participating in post-graduate work or study • Actively supporting Māori Maori methods of learning.

Clinical Practice. This practice domain is fundamental to the CASP Framework. All practitioners are employed in clinical and/or professional practice roles where this activity forms the majority of their outputs. Practitioners will be: • Demonstrating significant and advanced clinical/professional practice skills and competencies aligned to their discipline-specific standards, expectations, codes of ethics and service requirements requirements; • Demonstrating an ability and willingness to pass their knowledge and expertise on to other practitioners at local, national and international levels as appropriate appropriate; • Demonstrating clinical/professional practise leadership within their profession, wider than their immediate service environment environment; and • Collaborating, initiating and/or developing partnerships that impact on clinical/professional practice at local, regional or national levels levels. • Demonstrating clinical/professional practice that uphold tikanga based principles. Themes Examples of Activities Demonstrates professional/clinical (practice) leadership/knowledge - • Acts as a resource person - • Demonstrates innovation in practice - • Critical consumer of literature and demonstrates integration into practice Themes Examples of Activities - • Acknowledges the significance and use of te reo Māori Maori and can communicate using basic greetings with appropriate pronunciation - • Acknowledges and actively engages in the impact of whaka whanaunga on a person’s life story Acts as a clinical/professional resource person - • Provides peer review - • Provides clinical guidance/mentoring - • Develops formal teaching/papers - • Develops resource materials material for populations - populations. • Influences community and population health issues - issues. • Involvement in service specific contract negotiation - negotiation. • Uses advanced professional knowledge and expertise to act as a resource - resource. • Provides formal review of professional practice of a colleague external to the organisation - organization. • Welcomes manuhiri by providing a welcoming environment and facilitates interactive communication communication. Develops collaborative partnerships that impact on clinical/professional practice - • Develops and maintains strategic relationships internal/external to the organisation - organization. • Advances strategic relationships internal/external to the organisation - organization. • Advances consumer involvement in the provision of health or health services - services. • Advances effective team working - working. • Demonstrates the acknowledgement of the significance and use of te reo Māori Maori and communicates using basic greetings with appropriate pronunciation - pronunciation. • Aligns frameworks, practices and concepts to Māori Maori paradigms of health Advances strategic relationships internal/external to the organisation - • Demonstrates the development of new relationships or expands current relationships between provider arm services and the primary/NGO sector and/or other agencies - agencies. • Demonstrates consumer involvement in service development/review and/or the provision of health or health services - services. • Advances effective team working - working. • Demonstrates the acknowledgement of the significance and use of te reo māori Maori and communicates using basic greetings with appropriate pronunciation - • Demonstrates the acknowledgement of frameworks align practices and concepts to Māori Maori paradigms of health Demonstrates advancing clinical /professional clinical/professional competency - • Identifies and responds to clinical /professional risk - risk. • Demonstrates clinical/professional effectiveness - effectiveness. • Manages increasingly complex ethical/professional/clinical situations, acknowledging cultural linkages and views (tuakiri) Themes Examples of Activities - ). • Demonstrates advancing assessment/intervention skills, acknowledging concepts and perceptions of Māori spirituality - Maori spirituality. • Demonstrates an understanding of traditional views of health of other cultures and aligns this with practice Contributes to relevant Professional Body - • Participates in Advisory Committees, Competency Panels, Registration Authorities or other groups relevant to the profession/discipline - discipline. • Contributes to the development of national standards of practice - practice. • Presents a paper at a national/international professional meeting/, or conference/workshop - , or workshop. • Presents as an invited keynote speaker at a national/international professional meeting/, or conference/workshop - , or workshop. • Participates in a professional working group / review group (external to the DHB) at a local /regional /national local, regional, national or international level - level. • Participates as a reviewer in a profession-profession- wide peer review process process. Teaching & Learning All practitioners participate in these activities throughout their careers. For practitioners on the non- non-automatic salary steps, there is an expectation that they will be providing appropriate leadership in this area and, where opportunities exist, may be: • Actively involved in mentoring and supervision of students and/or other practitioners practitioners; • Actively engaging with a wide variety of stakeholders stakeholders; and • Leading and initiating teaching & learning activities at local, national and international levels as appropriate appropriate; and may be • Actively participating in post-graduate work or study • Actively supporting Māori Maori methods of learninglearning Theme Examples of Activities Actively seeks opportunities to develop self professionally • Undertakes post-graduate work relevant to the profession and/or the service. • Writes an article/paper for publication relevant to the profession/service. • Undertakes research relevant to the profession and/or the service. • Implements new directions and/or areas of service provision. • Is a critical consumer of the literature and can demonstrate changes in service provision following implementation of practice change. • Specialises or provides practice to a niche area, benefiting the service provided. • Aligns frameworks, practices and concepts to Maori paradigms of health. Actively seeks opportunities to develop staff within or external to the service/discipline • Provides supervision and/or peer review (where this is not a core requirement of the role) to other staff which may include specific problem solving sessions. • Implements quality projects aimed at directly improving services provided. • Organises and provides continuing education of staff which may include development and implementation of in- service programmes, relevant educational materials and inter-professional educational activities. • Organises and delivers presentations external to the organisation to a variety of stakeholders and the development of educational materials if required. • Is involved with teaching professional/clinical practice at a relevant tertiary organisation for undergraduate or postgraduate students of the same or another discipline. • Organises and participates in a relevant professional course, or conference, or workshop. • Demonstrated involvement with xxx, other Maori providers and Maori trainers. Evaluation & Research This practice domain emphasises the development of evaluation and research skills so that they can be applied to the clinical & professional practice environments in particular. It is essential to support the development and implementation of these skills so that practitioners can incorporate practice-based evidence that underpins their work, demonstrating quality and improved health outcomes while contributing to local service delivery.

Clinical Practice. This practice domain is fundamental to the CASP Framework. All practitioners are employed in clinical and/or professional practice roles where this activity forms the majority of their outputs. Practitioners will be: •  Demonstrating significant and advanced clinical/professional practice skills and competencies aligned to their discipline-specific standards, expectations, codes of ethics and service requirements • requirements;  Demonstrating an ability and willingness to pass their knowledge and expertise on to other practitioners at local, national and international levels as appropriate • appropriate;  Demonstrating clinical/professional practise leadership within their profession, wider than their immediate service environment • environment; and  Collaborating, initiating and/or developing partnerships that impact on clinical/professional practice at local, regional or national levels • levels.  Demonstrating clinical/professional practice that uphold tikanga based principles. Themes Examples of Activities Demonstrates professional/clinical (practice) leadership/knowledge -  Acts as a resource person -  Demonstrates innovation in practice -  Critical consumer of literature and demonstrates integration into practice Themes Examples of Activities -  Acknowledges the significance and use of te reo Māori Maori and can communicate using basic greetings with appropriate pronunciation -  Acknowledges and actively engages in the impact of whaka whanaunga on a person’s life story Acts as a clinical/professional resource person -  Provides peer review -  Provides clinical guidance/mentoring -  Develops formal teaching/papers -  Develops resource materials material for populations - populations.  Influences community and population health issues - issues.  Involvement in service specific contract negotiation - negotiation.  Uses advanced professional knowledge and expertise to act as a resource - resource.  Provides formal review of professional practice of a colleague external to the organisation - organization.  Welcomes manuhiri by providing a welcoming environment and facilitates interactive communication communication. Develops collaborative partnerships that impact on clinical/professional practice -  Develops and maintains strategic relationships internal/external to the organisation - organization.  Advances strategic relationships internal/external to the organisation - organization.  Advances consumer involvement in the provision of health or health services - services.  Advances effective team working - working.  Demonstrates the acknowledgement of the significance and use of te reo Māori Maori and communicates using basic greetings with appropriate pronunciation - pronunciation.  Aligns frameworks, practices and concepts to Māori Maori paradigms of health Advances strategic relationships internal/external to the organisation -  Demonstrates the development of new relationships or expands current relationships between provider arm services and the primary/NGO sector and/or other agencies - agencies.  Demonstrates consumer involvement in service development/review and/or the provision of health or health services - services.  Advances effective team working - working.  Demonstrates the acknowledgement of the significance and use of te reo māori Maori and communicates using basic greetings with appropriate pronunciation -  Demonstrates the acknowledgement of frameworks align practices and concepts to Māori Maori paradigms of health Demonstrates advancing clinical /professional clinical/professional competency -  Identifies and responds to clinical /professional risk - risk.  Demonstrates clinical/professional effectiveness - effectiveness.  Manages increasingly complex ethical/professional/clinical situations, acknowledging cultural linkages and views (tuakiri) Themes Examples of Activities - ).  Demonstrates advancing assessment/intervention skills, acknowledging concepts and perceptions of Māori spirituality - Maori spirituality.  Demonstrates an understanding of traditional views of health of other cultures and aligns this with practice Contributes to relevant Professional Body -  Participates in Advisory Committees, Competency Panels, Registration Authorities or other groups relevant to the profession/discipline - discipline.  Contributes to the development of national standards of practice - practice.  Presents a paper at a national/international professional meeting/, or conference/workshop - , or workshop.  Presents as an invited keynote speaker at a national/international professional meeting/, or conference/workshop - , or workshop.  Participates in a professional working group / review group (external to the DHB) at a local /regional /national local, regional, national or international level - level.  Participates as a reviewer in a profession-profession- wide peer review process process. Teaching & Learning All practitioners participate in these activities throughout their careers. For practitioners on the non- non-automatic salary steps, there is an expectation that they will be providing appropriate leadership in this area and, where opportunities exist, may be: •  Actively involved in mentoring and supervision of students and/or other practitioners • practitioners;  Actively engaging with a wide variety of stakeholders • stakeholders; and  Leading and initiating teaching & learning activities at local, national and international levels as appropriate • appropriate; and may be and  Actively participating in post-graduate work or study •  Actively supporting Māori Maori methods of learning.